Registered Behavioral Technician-RBT

Holyoke Public Schools•Holyoke, MA

1d•Onsite

About The Position

The Paraeducator/Registered Behavior Technician (RBT) supports the academic, behavioral, and social-emotional growth of students through direct service, implementation of behavior intervention plans, and collaboration with teachers, specialists, and families. This role combines the instructional support responsibilities of a paraeducator with the specialized skills of an RBT to ensure students with disabilities and behavioral needs receive equitable access to high-quality education in a safe, supportive environment.

Requirements

High school diploma or equivalent; Associate’s or Possession of a Passing Score on WorkKeys Assessment
Completion of Registered Behavior Technician (RBT) certification or willingness to obtain within 6 months of hire.
Experience working with children in an educational or therapeutic setting
Ability to follow directions, implement plans with fidelity, and maintain confidentiality.

Nice To Haves

Prior experience supporting students with disabilities, autism, or behavioral challenges.
Knowledge of Applied Behavior Analysis (ABA) strategies and restorative practices.
Bilingual (English/Spanish) skills.

Responsibilities

Provide small-group and individualized academic support under the direction of the classroom teacher and/or special education provider.
Assist with instructional delivery by reinforcing lessons, modeling strategies, and adapting materials as needed.
Collect student work samples, data, and observations to share with the instructional team.
Implement individualized Behavior Intervention Plans (BIPs) consistently and with fidelity.
Use Applied Behavior Analysis (ABA) principles and evidence-based practices to teach replacement behaviors and support skill development.
Support crisis prevention, de-escalation, and restorative practices when students exhibit challenging behavior.
Collect and maintain accurate behavior data to inform team decision-making.
Supervise students in classrooms, hallways, recess, cafeteria, and other school settings, ensuring safety and positive behavior.
Provide support with daily living, communication, or self-regulation needs as required by the student’s Individualized Education Program (IEP).
Promote student independence, dignity, and inclusion in all school activities.
Partner with classroom teachers, special educators, behavior specialists, and related service providers to align academic and behavioral supports.
Communicate observations, progress, and concerns clearly with the educational team.
Build positive, respectful relationships with students and families.